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Coastline Community College Student Equity Plan

March 3, 2005

District: Coast CCD

College: Coastline Community College

COASTLINE COMM UNITY COLLEGE STUDENT EQUITY PLAN

Table of Contents page

Signature Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Executive Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Target Groups Goals Activities Resources Contact Person

Campus-Based Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Overview Indicator Definitions and Data Access Course Completion (Retention) ESL and Basic Skills Completion Degree and Certificate Completion Transfer

Goals and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Access Course Completion (Retention) ESL and Basic Skills Completion Degree and Certificate Completion Transfer

Budget. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Sources of Funding Evaluation Schedule and Process

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District : Coast CCD

College : Coastline Community College

Coastline Community College Student Equity Plan Signature Page

District:

College:

____________________________________________ President, Board of Trustees

__________________ Date

District Chancellor:

College President:

Academic Senate President:

Student Equity Coordinator:

District: Coast CCD

College: Coastline Community College

Executive Summary

Introduction

Coastline Community College is dedicated to serving both traditional and non-traditional students. The college mission is "Coastline Community College is committed to student learning through accessible and flexible education within and beyond the traditional classroom." Many of the strategies by which the college seeks to accomplish this mission reflect a concern for student equity. These strategies include: · · · · · · High-quality instructional programs and services that meet the needs of students in diverse local and global populations; General education and transfer courses for a comprehensive Associate in Arts degree plus career and technical courses for occupational certificates; Learner-centered strategies supported by a full range of technology-mediated instruction for site-based and distance learning classes; A systematic assessment of student outcomes at the course, program, and institutional levels; Entrepreneurial activities and courses relevant to local and global education, economic, and social needs; A collegial decision-making process that reflects the philosophy of participatory governance.

As of late 2004, the college completed a comprehensive, college-wide planning process. As can be seen in the following summary, the goals and activities in Coastline Community College's new Master Plan include a wide array of initiatives aimed at our student equity priorities. Master Plan Summary I. Master Plan Priority 1. The college will create, expand, and enhance educational programs and student support services that reflect the college's global orientation in order to attract, retain, and successfully graduate students. A. Initiative ED 1.2. Coastline Community College will expand and enhance its support services and programs to better serve the needs of the non-native English speaking populations in the college's district. These services and programs will be designed to successfully promote the continued enrollment and retention of these students in Coastline College programs leading to certificates and degrees. Strategies supporting this initiative include: 1. The college's Office of Instruction will create a higher-level English Expression Program to serve students who have graduated from the K-12 system but who do not have the requisite English skills for academic and career advancement. 2. The college's Office of Instruction will implement another round of Fluency Training to Coastline Faculty to improve the English language skills of their students. 3. The Office of Instruction / Student Services will identify and bridge the gap in student transition from ESL classes to academic programs. 5 of 40

District: Coast CCD

College: Coastline Community College

B. Initiative ED 1.4. Coastline will enhance student success through the following strategies: 1. Ensure that required courses are provided to students seeking degree or certificate completion. 2. Selectively adding courses that incorporate a global perspective. 3. Expand the college's K-12 relationship though distance learning and site-based courses. 4. Evaluate the potential role of an honors math/science/technology program. 5. Place a strong emphasis on student learning outcomes throughout the college. 6. Develop services needed to more efficiently support incarcerated students enrolled in Coastline's distance education courses. II. Master Plan Priority 3. Coastline College will develop and implement a model student services program that will enhance student access and success utilizing state-of-the-art technology. 16. Initiative ED 3.1. Develop and implement an online application and registration process that is user-friendly. 17. Initiative ED 3.2. Develop and implement student-centered and user-friendly web-based student services (e.g., online grades, unofficial transcripts, open courses, etc.). 18. Initiative ED 3.3. The college will encourage the development of virtual student "learning communities" through online forums and other web-based activities. III. Master Plan Priority 4. Coastline will establish new and expanded partnerships with business and industry, governmental agencies, other institutions of higher education, and K-12 districts. A. ED 4.1. Cultivate business and industrial partners to expand the occupational curriculum and enhance the resources available to students through internships, donated funds, talent, and equipment. B. ED 4.2. Establish each year at least three guaranteed transfer agreements with four-year colleges and universities for specific academic and occupational programs offered by Coastline College. C. RD 4.3. Seek partners with K-12 districts to offer training for K-12 students, teachers, and administrators. This strategy also includes development of a plan for high school outreach. Development of the Plan Coastline Community College developed its Student Equity Plan according to guidelines received from the California Community College Chancellor's Office. In developing the plan, the Student Equity committee reflected on-going campus-based research to quantitatively explore evidence of any adverse impact on historically underrepresented groups, as well as to identify barriers to educational access or success of these groups. Additionally, the qualitative aspects of student equity and related diversity issues have been ongoing topics of discussion by various college bodies including Matriculation Committee, the Academic Senate, the Staff Diversity Committee, as well as faculty, staff and administrators involved in developing the Coastline College Master Plan. Immediate issues regarding diversity are continually discussed during meetings of staff responsible for registration, counseling, assessment, Developmental Skills, English, math, and research.

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District: Coast CCD

College: Coastline Community College

In support of this report, the college research office has gathered, analyzed, and reported pertinent data relevant to student equity. The Student Equity Committee has reviewed this research information, identified programs and strategies designed to enhance student success, and has formulated recommendations for new directions that college should take to enhance student success. It is important to note that students with disabilities, because this is a comparatively small group, were not studied as a separate group for this report. The research office plans to track the educational progress of students with disabilities beginning in the fall of 2005. Significant Diversity Issues The primary diversity issue at Coastline is how to best serve our increasingly diverse student populations. · While the majority of our students are highly dedicated and hard-working, our instructors report that many of these students have a limited ability to use English. Strategies are in place to meet this challenge. · Regardless of their English proficiency, many of our students are first generation college students who lack confidence in their ability to navigate the educational system, and will benefit from better study and time management skills in order to successfully reach their educational goals. The college continues to employ strategies to better prepare students for success. · Finally, we closely monitor the rates of success achieved by diverse students in distance education courses. Students new to distance learning sometimes lack the technical and/or study skills needed for optimal learning. Several new strategies currently are in development to address this newly identified need. Major Research Findings Access The primary access issue evident found in our research concerns Hispanic students. In reviewing the 2000 census information for citizens over eighteen years who live within our college district, there is a 5.2% under-representation for Hispanic student enrollment at Coastline College. Course Completion When looking at age groups, students in the 18-to-19 age group and the 20 to 24 age group have the lowest overall rates of course success. This age trend is independent of the discipline areas in which the courses are offered. While this trend may be explained partially by the fact younger students tend to take a greater percentage of distance education courses -- courses which generally have slightly lower rates of success compared to face-to-face courses -- it also suggests that younger students are still developing the skills necessary to succeed in college work. Aside from age, a trends analyses for ethnicity found that the African-American group's rate of course success (57.4%) lags behind the course success rate of 67.9% achieved by all students without regard to ethnic group. This trend was further explored by comparing the success rate of African-American students in different academic programs and in specific courses, such as college English; we are continuing to explore this data. While Asian and Caucasian students have comparable and satisfactory rates of success in college English, 79% and 80% respectively, African American and Hispanic students have lower rates of course success rates (70% and 71% respectively).

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District: Coast CCD

College: Coastline Community College

ESL and Basic Skills Completion We are encouraged to find that ESL and former ESL students taking the basic skills English course perform at a higher rate (85% success) compared to the college-wide success rate of 77% in this course. We are also encouraged to find comparable and acceptable rates of success in our English 99 course (English 99 is one level below college English) for different ethnic groups. We did notice a somewhat lower rate of success in this course for males and for younger students. But in the developmental skills math courses, African American and Hispanic students have significantly lower rates of success in the 2 level below college-level math course, while African American students show significantly lower rates of success in 1 level below college-level math course. These findings are of some concern. Degree and Certificate Completion The Research Office created an age, gender, and ethnic group "informed goal profile" of students seeking a certificate or AA degree and living the CCC district while attending Coastline in fall 2000. This goal profile was then compared to the demographic profile of students who were awarded certificates and AA degrees between August 2003 and April 2004. The data analyses revealed that all but the Asian group achieves certificates and/or AA degrees at or above their level of representation in the college population. The Asian population, which represented 40% of the students seeking a certificate or degree, achieves 10.8% below expectation. Further study is needed to understand this finding. It may be that a high proportion of Asian students were in the ESL program during the fall 2000 baseline; if so, it is realistic to assume that many of them would not have reached their educational goal by April of 2004. An age trend was also found. While students between 25 and 64 years achieve above expectation, the 18 to 24 years group achieves nearly 16% below expectation. The underperformance of the younger students mirrors a similar age-related trend observed in the course completion analyses. Transfer Transfer data on former Coastline students (2003-2004) was acquired from the University of California and the California State University system offices. This data was compared to a "transfer oriented baseline" of students attending Coastline in fall 2000. Most of the transfer rates of the various ethnic groups match their representation in the student body, while the Asian group performs somewhat below expectation (5.8%). On a positive note, the Hispanic group's transfer rate is 10.4% above expectation. It should be noted that transfer data is far from robust. Although we are able to obtain ethnic information on the transfers, gender and age data is not available for all students who transfer from Coastline. In addition, many Coastline students transfer to private and out-of-state colleges and universities, and this data is not readily available. 8 of 40

District: Coast CCD

College: Coastline Community College

2005 Student Equity Goals Summary

Goals to Achieve by 2010 Access

o Increase by 5% the proportion of adult-aged Hispanic students living within the Coast Community College District who are attending Coastline College.

Course Completion (Retention)

o Increase to 67% the overall course success rate of African-American, American Indian, Filipino, Hispanic and Pacific Islander students. o Increase to 67% the overall course success rate of students of age 29 and under. o Increase to 75% the course success rate of African-American, Filipino, Hispanic and Pacific Islander students taking English 100. o Increase to 75% the course success rate in English 100 of students 24 years and younger. o Increase to 65% the course success rate in Math 010 of African American and Hispanic students. o Increase to 65% the aggregate success rate in Math 010. o Increase to 65% the aggregate success rate in Math 030. o Increase to 65% in Math 030 the success rate of African Americans, Hispanics, Native Americans, Pacific Islanders, and White students.

ESL and Basic Skills Completion

o Increase to 65% the course success rate in Math 010 for students successfully completing Math 008.

Degree and Certificate Completion

o Increase by 10% the proportion of Asian students earning a degree or certificate. o Increase by 15% the proportion of 18 to 24 year old students earning a degree or certificate.

Transfer

o Increase by 5% the proportion of Coastline's Asian and White students who transfer to upper division coursework.

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District: Coast CCD

College: Coastline Community College

Process Used to Update the Student Equity Plan

The Student Equity Committee is a subcommittee of the college Matriculation Committee and has the responsibility of reviewing progress achieved on each of the Student Equity goals. This subcommittee also updates and sets appropriate new goals.

In preparing this report, the Student Equity subcommittee reviewed goals documented in Coastline's 1995 Student Equity Plan. The results of this review, which are included in this report, found objectives and activities deemed worthy of continuation, others that were achieved, and still others needing deletion because of changes at the college. During this review process, the plan was updated to include all new student equity activities as described in this plan.

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District: Coast CCD

College: Coastline Community College

Campus-Based Research

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District: Coast CCD

College: Coastline Community College CAMPUS-BASED RESEARCH

1.

ACCESS. Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served.

Ethnic Comparisons: This research compares the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served.

Table 1. Coast Community College District's ethnic composition compared to the ethnic composition of students attending Coastline College in the fall of 2003.

RACE Total population White Black or African American Hispanic or Latino (of any race) American Indian and Alaska Native Asian Native Hawaiian and Other Pac Is Two or more races Some other race (or unknown) All Ages Number Percent 849,463 100.0% 466,912 55.0% 7,422 0.9% 145,904 17.2% 4,372 0.5% 128,755 15.2% 2,945 0.3% 26,482 3.1% 66,671 7.8% 18 Years & Over Number Percent 632,217 100.0% 371,173 58.7% 5,433 0.9% 93,796 14.8% 3,129 0.5% 98,244 15.5% 1,992 0.3% 15,800 2.5% 42,650 6.7% Under 18 Years Number Percent 217,246 100.0% 95,739 44.1% 1,989 0.9% 52,108 24.0% 1,243 0.6% 30,511 14.0% 953 0.4% 10,682 4.9% 24,021 11.1%

Fall 2003 within-district students attending Coastline

Number 5,299 2,844 49 510 42 1,798 21 0 35 Percent 100.0% 53.7% 0.9% 9.6% 0.8% 33.9% 0.4% 0.0% 0.7% Difference -5.0% 0.1% -5.2% 0.3% 18.4% 0.1% -2.5% -6.1%

849,463 100.0% 632,217 100.0% 217,246 100.0% 5,299 100.0% Source: Jorge Sanchez at CCCD District Office, U.S. Census Bureau, Census 2000 Redistricting Data (Public Law 94-171).

Observations from the ethnic group analysis shown in Table 1: · The college served 18.4% more students of Asian ethnicity than the percentage of adult Asians living in the district. · The college served 5% fewer adult Whites and 5% fewer adult Latino/Hispanics than the percentages living in the district. Gender Comparisons: This research compares the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served.

Table 2. Student gender trends within Coastline's student population compared to the adult aged population living within the CCC District.

Gender Female Male Unknown Total Fall 1999 60.9% 36.5% 2.6% 100% Fall 2000 59.8% 37.4% 2.8% 100% Fall 2001 60.1% 37.8% 2.1% 100% Fall 2002 62.3% 36.1% 1.6% 100% Fall 2003 62.9% 35.9% 1.2% 100% Adult Aged in CCCD District 50.6% 49.4% --

Source: Census 2000 Summary File, MIS SB Files Jorge Sanchez CCCD District Research Office

Observations: · As shown in the table above, Coastline has consistently served more females than males. · Data available from the California Community College Chancellor's website indicates that across the entire California CC system, 56.3% of the students served are females. · For the same term (fall 2003) Golden West College served more female students (56%), while Orange Coast College served just slightly more females (50.6%). 12 of 40

District: Coast CCD

College: Coastline Community College

Age Comparisons: This research compares the percentage of each population group enrolled to the percentage of each group in the adult population within the community served.

Table 3. Numbers of adult aged population living in the CCC District compared to ages of attending Coastline students living within the district boundaries.

District City Costa Mesa Fountain Valley Garden Grove Huntington Beach Newport Beach Newport Coast Seal Beach Westminster District Total CCC Fall 2003 Population 83,500 42,058 118,115 147,504 59,037 2,014 20,944 65,361 538,533 6,147 18 to 24 12,286 4,343 15,363 16,115 4,552 101 966 7,762 61,490 1221 25 to 44 42,402 16,548 55,175 66,168 23,111 844 5,194 28,755 238,198 2177 45 to 64 19,679 14,954 31,883 45,503 19,049 881 5,725 18,965 156,638 1310 65 & Up 9,133 6,213 15,694 19,718 12,326 187 9,059 9,879 82,207 1439 18+ 83,500 42,058 118,115 147,504 59,037 2,014 20,944 65,361 538,534 6,147

Source: Census 2000 Summary File, Fall 2003 MIS SB File Adult (18 & +) Students Living Within CCCD

Data from the above table was converted to percentages for Table 4 below.

Table 4. Percentages of adult-aged population living in the CCC District compared to ages of attending Coastline students living within the district boundaries.

District City Costa Mesa Fountain Valley Garden Grove Huntington Beach Newport Beach Newport Coast Seal Beach Westminster District Total CCC Fall 2003 Difference

1

Population 83,500 42,058 118,115 147,504 59,037 2,014 20,944 65,361 538,533 6,147

18 to 24 11.3% 7.9% 9.3% 8.5% 6.5% 3.8% 4.0% 8.8% 11.4% 19.9% +8.5

25 to 44 39.0% 30.1% 33.4% 34.9% 33.0% 31.6% 21.5% 32.6% 44.2% 35.4% -8.8

45 to 64 18.1% 27.2% 19.3% 24.0% 27.2% 33.0% 23.7% 21.5% 29.1% 21.3% -7.8

65 & Up 8.4% 11.3% 9.5% 10.4% 17.6% 7.0% 37.5% 11.2% 15.3% 23.4% +8.1

18+ 15.5% 7.8% 21.9% 27.4% 11.0% 0.4% 3.9% 12.1% 100.0% 100.0%

Observations: The college served 8.5% more students aged 18 to 24 than the percentage living in the district. The college served 8.1% more students aged 65 or older than the percentage living in the district. The college "underserved" students in the 25 to 44 age group and the 45 to 64 age group by percentages of 8.8% and 7.8% respectively.

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District: Coast CCD

College: Coastline Community College CAMPUS-BASED RESEARCH

2.

COURSE COMPLETION. Course Completion is defined as the ratio of the number of credit courses that students by population group actually complete by the end of the term compared to the number of courses in which students in that group are enrolled on the census day of the term.

This research examines course completion - the ratio of credit courses that each population group successfully (grade of C or better) completed by the end of the term compared to the number of courses in which students in that group were enrolled on the census day of the term. The overall course completion rate for credit courses during the fall 2003 term was 67.9%. Age Comparisons

Table 5. Course success by age group.

Age Group < 18 18 to 19 20 to 24 25 to 29 30 to 34 35 to 39 40 to 49 50 + Total Enrollment 191 1,010 3,429 2,474 2,146 1,864 2,871 2,335 16,320 Success 132 582 2,036 1,637 1,505 1,371 2,048 1,765 11,076 Success Rate (%) 69.1% 57.6% 59.4% 66.2% 70.1% 73.6% 71.3% 75.6% 67.9%

Source: Chancellor's Office Website

Observation: · Students in the 18 to19 year old and the 20 to 24 year old groups have the lowest rates of course success (57.6% and 59.4% respectively). This trend seems to be independent of the academic discipline hosting the courses.

Gender Comparisons

Table 6. Course success by gender.

Gender Female Male All Total Enrollment 8,996 7,225 16,221 Success 6,128 4,862 10,990 Success Rate (%) 68.12% 67.29% 67.80%

Source: Chancellor's Office Website

Observations: · · Overall, males and females have very similar rates of successful course completion (females scored 0.83 percentage point higher than males). Further examination across different programs reveals some gender differences. Compared to males, for example, females have a higher rate of success in Business and Management courses (68.33% to 63.33%). 14 of 40

District: Coast CCD

College: Coastline Community College

Ethnic Comparisons Table 7. Course success by ethnicity.

Ethnicity African-American Am Indian/AK Native Asian Filipino Hispanic Other Non-White Pacific Islander Unknown White Non-Hispanic All

Source: Chancellor's Office Website

Total Enrollment 937 191 3,846 316 1,932 95 119 1,697 7,187 16,320

Success N 538 119 2,691 191 1,187 64 67 1,125 5,094 11,076

Success Rate (%) 57.4% 62.3% 70.0% 60.4% 61.4% 67.4% 56.3% 66.3% 70.9% 67.9%

Observations: · · · · · Asian and White students have the highest rate of course success. Filipino and Native American students have the lowest rate of course success. An examination of the Program data reveals that Filipino and Pacific Islander students have the lowest rates of success (54.6% and 55.6%) in Biological Sciences and Business and Management. African American students have low overall success rates, especially in these courses: Business and Management (50.6%) and Computer & Information Science (56%). Because mathematics classes are critical to program completion and transfer, it is suggested that the Student Equity Committee carefully examine the success rates of different ethnic populations for these courses.

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District: Coast CCD

College: Coastline Community College

Table 8. After-census rates of course withdrawal by ethnic population. Academic Year Student 01-02 02-03 Group Fall Spring Fall Spring

Asian Afr-Amr Filipino Hispanic Nat Am Pac Is White Unknown Average 14.5 (4237) 14.0 (651) 14.0 (286) 15.5 (1906) 15.7 (127) 23.4 (47) 12.5% (6622) 13.4 (1371) -15.8 (4317) 15.9 (761) 16.4 (256) 15.5 (1942) 16.5 (96) 20.3 (64) 14.0 (7188) 12.9 (1496) -13.1 (4039) 14.5 (761) 14.2 (247) 16.0 (2004) 17.8 (169) 7.3 (55) 13.1 (6985) 14.3 (1593) 13.7 (15,942) 14.7 (4214) 16.2 (850) 16.2 (321) 15.3 (2144) 15.4 (201) 18.9 (90) 13.2 (7402) 11.8 (2389) 14.0 (17,077)

Observation: Compared to the Asian and White groups, the rates of course withdrawal runs somewhat higher for the African American, Hispanic, Native American, and Pacific Islander students.

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District: Coast CCD

College: Coastline Community College

Table 9. Course success by program for each gender.

Program Type BIOLOGICAL SCIENCES BUSINESS AND MANAGEMENT BUSINESS AND MANAGEMENT COMMUNICATIONS COMMUNICATIONS COMPUTER AND INFORMATION SCIENCE COMPUTER AND INFORMATION SCIENCE CONSUMER EDUCATION & HOME ECONOMICS CONSUMER EDUCATION & HOME ECONOMICS EDUCATION EDUCATION ENGINEERING & RELATED INDUSTRIAL TECHNOLOGY ENGINEERING & RELATED INDUSTRIAL TECHNOLOGY FINE AND APPLIED ARTS FINE AND APPLIED ARTS FOREIGN LANGUAGE FOREIGN LANGUAGE HUMANITIES HUMANITIES INTERDISCIPLINARY STUDIES INTERDISCIPLINARY STUDIES LAW LAW MATHEMATICS MATHEMATICS PHYSICAL SCIENCES PHYSICAL SCIENCES PSYCHOLOGY PSYCHOLOGY PUBLIC AFFAIRS & PUBLIC AFFAIRS & SOCIAL SCIENCES SOCIAL SCIENCES Gender Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Total Enrollment 693 612 420 469 67 170 730 998 197 24 390 238 17 171 1,074 366 482 372 982 929 1,016 839 255 41 758 419 631 447 268 188 34 7 982 935 Success 519 438 287 297 51 137 447 614 176 21 277 166 14 137 879 307 351 258 678 650 683 603 209 35 383 225 376 273 172 110 20 3 606 588 Success Rate (%) 74.89 71.57 68.33 63.33 76.12 80.59 61.23 61.52 89.34 87.5 71.03 69.75 82.35 80.12 81.84 83.88 72.82 69.35 69.04 69.97 67.22 71.87 81.96 85.37 50.53 53.7 59.59 61.07 64.18 58.51 58.82 42.86 61.71 62.89

Observation: The rate of successful course completion is comparable for males and females. Females have slightly higher completion rates for nine program areas, while men have slightly higher completion rates in seven program areas.

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District: Coast CCD

College: Coastline Community College

Campus-Based Research

3. ESL and BASIC SKILLS COMPLETION. Ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or basic skills course to the number of those students who complete such a final course.

This portion of the campus-based research examines completion rate of degree-applicable courses offered at Coastline taken by students coming from ESL and basic skills courses. The purpose of these analyses was to determine how many students enrolled and successfully passed a pre-collegiate basic skills course. And second purpose was to determine how many of these students subsequently enrolled in a degree applicable course and successfully passed the course. Method · The basic skills course used in the math portion of the study was Pre-Algebra (Math 008). The students were tracked to Elementary Algebra (Math 010). Further analysis was conducted to determine how many of the students exiting Elementary Algebra (Math 010) enrolled and successfully passed a second degree applicable course, Intermediate Algebra (Math 030). · For the English portion of the study, the basic skills course was Fundamentals of Composition (English 099AB). Students who completed this course and enrolled in Freshman Composition (English 100) were identified and their success rates in this degreeapplicable course were calculated. [NOTE: Since many ESL students start in English 098 or English 097, future analyses will examine student progress for students who begin in these courses.] In the ESL portion of the study, the students included were all students that successfully passed an ESL course and eventually enrolled in the college's English degree applicable course: Freshman Composition (English 100). The time frame for this study included data from fall 1999 to spring 2004. All students enrolled in any of these classes were identified and their enrollment was tracked into the degree-applicable course for each discipline. The following tables show the Student Success Rate 1 (SSR) at the degree-applicable level after these students exited a pre-collegiate basic skills course. In each case, the college-wide rate is also shown for comparison.

·

·

1

Student Success Rate is the unduplicated head count of students that enrolled (denominator) and successfully passed the course (numerator). This includes first-time enrollments into the course, as well as multiple enrollments by one student (repeaters). A student has successfully passed the course when they receive a letter grade of "A", "B", "C", or "CR". Analysis on repeaters was performed. The data is not presented here.

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District: Coast CCD

College: Coastline Community College

ESL Two different English degree-applicable courses were analyzed for the ESL portion of this study: English 099AB and English 100. The goal of this analysis was to determine how many students who successfully completed an ESL course, enrolled and successfully completed an English degree-applicable course. For the purpose of this study, the ESL courses included in this analysis were divided up into two levels: 1) High Intermediate level, and 2) Advanced level. The data used in this analysis spans from the fall of 1999 to the spring of 2004 (5 years). The Student Equity Report guidelines ask each college to identify a "final" ESL or basic skills course. The equivalent to a final ESL course in Coastline's ESL program is any course offered in the Advanced level. These courses include the highest level of Sentence Structure, Reading and Writing, and Listening and Conversation classes available in the ESL department. In addition to reporting on the students that have completed an Advanced level course, this study also tracked students completing courses from the High Intermediate level. This is necessary because some students can leave the ESL program early with approval by the department. Table 10 summarizes the enrollments for both levels over the past five years. The Seat Count column shows the total number of seats taken, while the Head Count column shows the total number of unduplicated head counts within each level. It is important to note that the column titled "Students" represents the unduplicated student head count within each level, and not for the five year span ­ meaning that it is not possible to add up the column and get an unduplicated head count over the past five years. To better explain this, take for example one student who is counted among the 68 students within the Advanced level. This student may have progressed from courses within the High Intermediate level. Therefore, this student is counted once in the High Intermediate level and counted once more in the Advanced level. The purpose of this study was to determine student success rate by level. For comparison, a final analysis at the end of the ESL portion of this study shows the unduplicated head count of all students who completed a basic skills ESL course and successfully completed an English degree-applicable course. Table 10. Student enrollment and success rates in ESL courses 2 over the past 5 years.

SEAT COUNT (Duplicated) Total Successful Enrollment 3 Enrollment Success Rate Enrollment 447 411 92% 116 116 100% HEAD COUNT (Unduplicated) Successful Student Students Student 4 Success Rate 320 312 98% 68 68 100%

High Intermediate Advanced Courses

Within the High Intermediate level, 320 different students enrolled in a total of 447 seats over the past five years. Within the Advanced courses, the closest to the concept of a "final" ESL course, a total of 68 students enrolled in 116 seats over the past five years. In addition to these counts, the table shows the successful enrollment rate by seat count and by student. The Student Success Rate (SSR) is the figure all further analysis will center on for the remainder of this report.

2

ESL courses included in this analysis were (High Intermediate: ESL 132AB, ESL 134AB, ESL 136AB) and (Advanced: ESL 152AB, ESL 154AB, ESL 156AB). 3 Successful Enrollments are those where an enrollment grade's equals "A", "B", "C", or "Cr". 4 Successful Student is the unduplicated head count of successful enrollments

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District: Coast CCD

College: Coastline Community College

The following table (11) shows the SSR in English 099AB by ESL level. Among all student who took a High Intermediate ESL courses, 12 enrolled in English 099AB and 11 successfully passed the course. And among Advanced courses, 20 enrolled and 17 passed. One possible explanation for the higher enrollment count in the Advanced level compared to the Intermediate level can be due to a higher number of students placing into the Advanced level. Future review of student placement data into ESL courses can either support or dispute this explanation. Table 11. ESL enrollment and student success rate in English 099AB. Students Enrolled Students Passed Student Success Rate in English 99AB English 99AB High Intermediate 12 11 92% Advanced Courses 20 17 85% College-wide 1156 890 77% When compared to the college-wide success rate (77%) for English 099AB, each ESL level's success rate is higher. Due to the small sample size, however, these results should be considered as tentative until replicated with additional data. When considering student success regardless of the level an ESL student enrolled in, an unduplicated head count of ESL students can be obtained. The results in table 12 show that over the past 5 years, a total of 59 students exited the ESL program and enrolled in the college's degree-applicable English 099AB course. Table 12. ESL enrollment and student success rate in English 099AB. Students Enrolled Students Passed Student Success Rate in English 99AB English 99AB All 5 ESL Courses 59 50 85% College-wide 1156 890 77% Among these students, 85% successfully completed the course. This student success rate is higher than the college-wide rate of 77%. A future study will determine how many of these students first took English 097 or 098 before taking English 099AB. While the previous tables showed the success of ESL students in English 099AB, the following two tables show the Student Success Rate for English 100 by ESL level. Among the ESL students who enrolled in English 100 at each level, their success rate is higher than the collegewide success rate (78%). Table 13. ESL enrollment and student success rate in English 100. Students Enrolled Students Passed Student Success Rate in English 100 English 100 High Intermediate 10 8 80% Advanced Courses 5 5 100% College-wide 2964 2301 78%

5

ESL courses included in this analysis were (High Intermediate: ESL 132AB, ESL 134AB, ESL 136AB), (Advanced: ESL 152AB, ESL 154AB, ESL 156AB), (All other ESL courses that make up the program: ESL 022AD, ESL 024AD, ESL 026AD, ESL 042AD, ESL 044AD, ESL 046AD, ESL 032, ESL 034).

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District: Coast CCD

College: Coastline Community College

Table 14 shows the unduplicated head count of ESL students enrolled in English 100. Over the past 5 years, 34 ESL students enrolled in English 100; 31 students completed the course producing a success rate of 91 percent. Table 14. ESL enrollment and student success rate in English 100. Students Enrolled Students Passed Student Success Rate in English 100 English 100 All 6 ESL Course 34 31 91% from the three levels College-wide 2964 2301 78% Among the 34 ESL students enrolled in English 100, the following tables show the student success rate by ethnicity, gender, and age. The same type of data is also shown for the fifty-nine ESL students enrolled in English 099AB course. For comparison, the college-wide enrollment of English 100 is also broken down by ethnicity, gender, and age. Empty cells within a table indicate no enrollment for that particular population group. The student enrollment totals for each course is reflective of the information found in tables 13 and 14. Due to the small number of students, however, the results should be considered to be tentative until more data become available. Table 15. Ethnicity and rates of success in various English courses. ESL Enrollment into... College-wide English 099AB English 100 English 100 En. SE SSR En. SE SSR En. SE SSR 52 43 83% 31 28 90% 1078 856 79% 100 70 70% 44 28 64% 1 1 100% 378 269 71% 25 20 80% 17 14 82% 17 9 53% 2 2 100% 1 1 100% 1097 877 80% 4 4 100% 2 2 100% 208 158 76%

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

Asian Black Filipino Hispanic Native Am. Other Pacific Is. White Unknown

Male Female Unknown

Table 16. Gender and rates of success in various English courses. ESL Enrollment into... College-wide English 099AB English 100 English 100 En. SE SSR En. SE SSR En. SE SSR 20 12 60% 9 8 89% 1324 1015 77% 39 38 97% 25 23 92% 1621 1269 78% 0 0 n/a 0 0 n/a 19 17 89%

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

6

ESL courses included in this analysis were (High Intermediate: ESL 132AB, ESL 134AB, ESL 136AB), (Advanced: ESL 152AB, ESL 154AB, ESL 156AB), (All other ESL courses that make up the program: ESL 022AD, ESL 024AD, ESL 026AD, ESL 042AD, ESL 044AD, ESL 046AD, ESL 032, ESL 034).

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District: Coast CCD

College: Coastline Community College

0-17 18-24 25-44 45-64 65+

Table 17. Age and rates of success in various English courses. ESL Enrollment into... College-wide English 099AB English 100 English 100 En. SE SSR En. SE SSR En. SE SSR 14 10 71% 10 6 60% 4 3 75% 770 555 72% 25 24 96% 21 21 100% 1773 1416 80% 22 18 82% 9 7 78% 396 313 79% 2 2 100% 0 0 n/a 10 6 60%

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

Observations · ESL students experience a high success rate when they enroll in English 099AB or English 100 at Coastline. Compared to the college-wide Student Success Rate of 77% and 78% for both courses, ESL students successfully complete these courses at a higher rate. But it is important to note that the sample sizes were small. · Within each ESL level, the SSR was also higher than the college-wide success rate. To account for duplicated head count between the two levels, an unduplicated head count was obtained. A total of 59 students from the ESL program enrolled in English 099AB over the past five years; 34 in English 100. · In both English courses, Asians comprised a majority of the students. The SSR for this group was high at 83% for 099AB and 90% for 100. · In regards to gender, female students completed English 099AB at a higher rate (97%) than the male students (60%). · When considering age in English 099AB, 18 to 24 year old ESL students had the lowest SSR (60%) compared to all other age groups within that course. This rate is lower than the equivalent age level in the college-wide English 100 SSR (72%). English The English portion of the basic skills analysis focuses on those students who originally enrolled in English 099AB and subsequently enrolled in English 100. The goal was to determine how many of these students successfully passed English 100. The measure of success is shown as the Student Success Rate; the number of students that successfully pass the course after one or more tries with a grade of "A", "B", "C", "CR". The cohort of students in this analysis includes all students enrolled in both English 099AB and English 100 between fall 1999 and spring 2004. As Table 18 shows, there were a total of 1339 enrollments in English 099AB during that span. Among these enrollments, there were 894 successful enrollments for an Enrollment Success Rate (ESR) of 68%. Successful enrollments are those where enrollment grades equal "A", "B", "C", and "CR". When considering unduplicated enrollments, there were a total of 1156 unique students enrolled in English 099AB. 890 students successfully completed this course for a Student Success Rate (SSR) of 77%. The same information is presented for English 100. There was a total of 3246 enrollments in this course; and a total of 2301 successful enrollments for an ESR of 71%. A total of 2964 unduplicated students attempted this course, while 2301 students successfully passed the course for a SSR of 78%.

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District: Coast CCD

College: Coastline Community College

Table 18. Student enrollment and success rates 7 for English 099AB and English 100 over the past 5 years.

SEAT COUNT (Duplicated) Total Successful Enrollment Enrollment Enrollment Success Rate 1339 894 68% 3246 2301 71% HEAD COUNT (Unduplicated) Successful Student Students Student Success Rate 1156 890 77% 2964 2301 78%

English 099AB English 100

When considering the cohort that successfully exited English 099AB (Table 17), 486 students eventually enrolled in English 100. Among these students, 367 successfully passed the course for a Student Success Rate or 76%. This is 2% lower than the college SSR of 78%. Table 19. English 099AB enrollment and student success rates in English 100. Students Enrolled Students Passed Student Success Rate in English 100 English 100 English 099AB 486 367 76% College-wide 2964 2301 78% Tables 20 through 22 show the college's SSR by ethnicity, gender, and age for both the cohort exiting English 099AB and all students who've have taken English 100 (College-wide rates). Among students who reported their ethnicity as Black, Filipino, Hispanic, and Pacific Islander, all had lower Student Success Rates than the college-wide English 100 rate of 78%. These four ethnicities also had considerably lower success rates among the students who exited English 099AB. However, when observing the participation of different ethnicities within English 100 and 099AB it was hard to get a clear idea of how successful some ethnic groups were doing because of a low number of cases. Table 20. Ethnicity and success in English. 099AB enrolled in College-wide English 100 English 100 En. SE SSR En. SE SSR 300 232 77% 1078 856 79% 16 11 69% 100 70 70% 6 1 17% 44 28 64% 69 48 70% 378 269 71% 2 2 100% 25 20 80% 2 2 100% 17 14 82% 2 1 50% 17 9 53% 71 57 80% 1097 877 80% 18 13 72% 208 158 76%

Asian Black Filipino Hispanic Native Am. Other Pacific Is. White Unknown

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

7

Successful Enrollments are those where Enrollment Grade equals "A", "B", "C", or "Cr".

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District: Coast CCD

College: Coastline Community College Table 21. Gender and success in English. 099AB enrolled in College-wide English 100 English 100 En. SE SSR En. SE SSR 194 134 70% 1324 1015 77% 288 230 80% 1621 1269 78% 4 3 75% 19 17 89% Table 22. Age and success in English. 099AB enrolled in College-wide English 100 English 100 En. SE SSR En. SE SSR 3 2 67% 14 10 71% 131 93 71% 770 555 72% 282 223 79% 1773 1416 80% 67 47 70% 396 313 79% 3 2 67% 10 6 60%

Male Female Unknown

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

0-17 18-24 25-44 45-64 65+

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

Observations · As a group, the students exiting English 099AB had a Student Success Rate of 76% in English 100. This figure is very close to the average for the college-wide English 100 SSR or 78%. · Overall, females had a higher SSR (80%) compared to males (70%) in the cohort that exited English 099AB. Both rates are about the same and close to the English 100 college-wide SSR of 78%. · The 18 to 24 year old students had a lower SSR in both the college-wide English 100 group and within the cohort that exited English 099AB. Other noticeable lower SSRs within the cohort who completed English 099AB include 45 to 64 year olds (70%) and the age group of 65+ (67%). Within the college-wide figures, those 65 and older performed the lowest with a SSR of 60%. · Among students who reported their ethnicity as Black, Filipino, Hispanic, and Pacific Islander, all had lower Student Success Rates than the college-wide English 100 rate of 78%. These four ethnicities also had considerably lower success rates among the students who exited English 099AB.

Math For the math portion of this study, a total of three courses were included: Math 008, Math 010, and Math 030. First the transition from Math 008 to Math 010 was analyzed, than the transition from Math 010 to Math 030 was analyzed. Brief summaries are included in this report for the first transition; tables are only presented for the transition from Math 010 to Math 030.

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District: Coast CCD

College: Coastline Community College

During the five year span of fall 1999 to spring 2004, there were a total of 307 enrollments in Math 008. Among these enrollments, there were 227 successful enrollments for an Enrollment Success Rate (ESR) of 74%. A successful enrollment constitutes a final enrollment grade of "A", "B", "C", or "CR". For an unduplicated head count of these 307 enrollments, it was observed that 288 unique students attempted the class. Among these, 227 students successfully completed the course for a Student Success Rate (SSR) of 79%. When separately observing the Math 010 class, a total of 1,596 enrollments occurred during the five year span. Among these, there were 766 successful enrollments for an ESR or 48%. A total of 1368 unduplicated students attempted the courses, while 766 successfully completed the course for a SSR of 56%. Table 23. Student Enrollment and Success Rates 8 for Math 008 and Math 010 over the Past 5 Years

SEAT COUNT (Duplicated) Total Successful Enrollment Enrollment Enrollment Success Rate 307 227 74% 1596 766 48% HEAD COUNT (Unduplicated) Successful Student Students Student Success Rate 288 227 79% 1368 766 56%

Math 008 Math 010

The basic skills course analyzed in this study was the Math 008 course. From this course, a total of 164 students exited the course and enrolled in the next higher level Math course, Math 010. Among these students, 71 successfully completed the course for a Student Success Rate of 43%. When compared to the college-wide figure of 56% for Math 010, the student success rate is more than 10% below this number. College-wide, 1368 enrolled in Math 010; while 766 successfully completed the course. Table 24. Math 008 Enrollment and Student Success Rate in Math 010 Students Enrolled Students Passed Student Success Rate in Math 010 Math 010 Math 008 164 71 43% College-wide 1368 766 56% When observing the ethnic group participation in these courses, it is noticeable to observe that within the cohort of students exiting Math 008 and entering Math 010, Hispanics and Blacks had a far lower Student Success Rate of 33% and 25%. However, some of these percentages within ethnic groups are based on a low number of cases, so it may be impossible to draw any conclusions from these numbers. For this same cohort of students, those who indicated their ethnic background as White had a SSR of 43%. This is similar to the overall SSR of Math 008 students who successfully completed the Math 010 course (43%). When this figure is compared to the college-wide breakdown for White students (58%), it is 15% lower. Again, Hispanic students had an overall lower SSR of 45% under the college-wide figures for Math 010.

8

Successful Enrollments are those where Enrollment Grade equals "A", "B", "C", or "Cr".

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District: Coast CCD

College: Coastline Community College Table 25. Ethnicity and success in Math 010. 008 enrolled in College-wide Math 010 Math 010 En. SE SSR En. SE SSR 21 12 57% 158 102 65% 4 1 25% 58 29 50% 4 2 50% 28 15 54% 40 13 33% 263 118 45% 0 0 % 11 7 64% 0 0 % 12 8 67% 0 0 % 7 3 43% 83 36 43% 735 429 58% 12 7 58% 96 55 57% Table 26. Gender and success in Math 010. 008 enrolled in College-wide Math 010 Math 010 En. SE SSR En. SE SSR 32 10 31% 465 256 55% 131 61 47% 886 498 56% 1 0 0% 20 12 60% Table 27. Age and success in Math 010. 008 enrolled in College-wide Math 010 Math 010 En. SE SSR En. SE SSR 0 0 % 14 8 57% 18 5 28% 251 129 51% 93 37 40% 809 454 56% 53 29 55% 284 172 61% 0 0 % 8 3 38% 0 0 % 2 0 0%

Asian Black Filipino Hispanic Native Am. Other Pacific Is. White Unknown

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

Male Female Unknown

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

0-17 18-24 25-44 45-64 65+ Unknown

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

Among the students that exited Math 008, males had a low Student Success Rate of 31%. This SSR is much lower than the college-wide figure of 55% for males. As with all other courses analyzed in this study, students between the ages of 18 to 24 performed a lot lower than any other group when exiting a basic skills course. Even though the number of cases is low for the 65+ college-wide figures, the SSR of 38% is consistent with other low SSRs for this group. When considering the college-wide Math 010 figures only, this age group of 65+ tends to have lower SSRs than the 18 to 24 year olds.

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District: Coast CCD

College: Coastline Community College

Tables 28 through 32 contain the Student Success Rates of students that successfully completed Math 010 and enrolled in Math 030. Math 030 was chosen because it is another degreeapplicable course, as is Math 010. The analysis in the tables follows the same structure as the previous section. Table 28. Student enrollment and success rates 9 for Math 010 and Math 030 over the past 5 years.

SEAT COUNT (Duplicated) Total Successful Enrollment Enrollment Enrollment Success Rate 1596 766 48% 2769 1200 43% HEAD COUNT (Unduplicated) Successful Student Students Student Success Rate 1368 766 56% 2281 1199 53%

Math 010 Math 030

Table 29. Math 010 enrollment and student success rate in Math 030. Students Enrolled Students Passed Student Success Rate in Math 030 Math 030 Math 010 358 234 65% College-wide 2281 1199 53% Table 30. Ethnicity and student success in Math 030. 010 enrolled in College-wide Math 030 Math 030 En. SE SSR En. SE SSR Asian 55 43 78% 423 280 66% Black 13 7 54% 83 20 24% Filipino 9 8 89% 51 28 55% Hispanic 56 30 54% 324 144 44% Native Am. 4 4 100% 35 16 46% Other 1 0 0% 26 12 46% Pacific Is. 2 1 50% 15 7 47% White 192 119 62% 1146 596 52% Unknown 26 22 85% 178 96 54%

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

Male Female Unknown

Table 31. Gender and success in Math 030. 010 enrolled in College-wide Math 030 Math 030 En. SE SSR En. SE SSR 103 64 62% 743 389 52% 248 166 67% 1503 792 53% 7 4 57% 35 18 51%

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

9

Successful Enrollments are those where Enrollment Grade equals "A", "B", "C", or "Cr".

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District: Coast CCD

College: Coastline Community College Table 32. Age and success in Math 030. 010 enrolled in College-wide Math 030 Math 030 En. SE SSR En. SE SSR 2 2 100% 46 28 61% 65 34 52% 680 343 50% 215 144 67% 1205 636 53% 75 53 71% 335 186 56% 1 1 100% 11 4 36% 0 0 % 4 2 50%

0-17 18-24 25-44 45-64 65+ Unknown

En = Enrolled, SE = Successful Enrollment, SSR = Student Success Rate

Observations · Among the students who exited the basic skills course of Math 008 and entered the degree-applicable course of Math 010, the Student Success rate was 43%. The collegewide SSR for Math 010 was 56%. · Among the students who exited Math 010 and enrolled in Math 030, the SSR was 65%. This is more than 10% higher than the college-wide SSR of 53% for Math 030. Overall, the students that exited Math 010 and enrolled in Math 030 completed with a higher student success rate compared the college-wide figures. This comparison is true within most of the categories by ethnicity, gender, and age.

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District: Coast CCD

College: Coastline Community College

Campus-Based Research

4. DEGREE and CERTIFICATE COMPLETION. Ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal.

Degree and certificate completion was determined by the ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal. The follow tables present percentages of students achieving awards for the following population groups: ethnic, age and gender. A comparison baseline was created based upon students' educational goals expressed during the fall term of 2000. In all cases, data was restricted to students living within the CCCD service area.

Table 33. Awards by ethnic group.

Ethnic Group Asian Black Filipino Hispanic Native Am Other Pac Is White Unkwn/Decline

AA or Certificate Seekers (Fall 2000)* N 793 29 22 183 21 14 13 820 77 1,972 Percent 40.2 1.5 1.1 9.3 1.1 0.7 0.7 41.6 3.9 100 %

Certificates and AA Degrees Awarded

(Aug 2003 to April 2004)*

Difference -10.8 -0.9 -0.1 +3.0 +0.7 -0.1 +0.1 +4.4 +3.5

N 48 1 2 20 3 1 1 75 12 163

Percent 29.4 0.6 1.2 12.3 1.8 0.6 0.6 46.0 7.4 100 %

Table 34. Awards by age group.

Age Group 18 ­ 24 25 ­ 44 45 ­ 64 65 + Totals

AA or Certificate Seekers (Fall 2000)* N 531 1037 300 87 1,955 Percent 26.9 52.6 15.2 4.4 100 %

Certificates and AAs Awarded

(Aug 2003 to April 2004)*

Difference -15.8 +6.7 +12.6 -2.5

N 18 96 45 3 162

Percent 11.1 59.3 27.8 1.9 100 %

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District: Coast CCD

College: Coastline Community College

Table 35. Awards by gender.

Gender Female Male Totals

AA or Certificate Seekers (Fall 2000)* N 1157 797 1,954 Percent 58.7 40.4 100 %

Certificates and AAs Awarded

(Aug 2003 to April 2004)*

Difference + 3.3 - 3.0

N 101 61 162

Percent 62.0 37.4 99.4 %

Observations: · Using the fall 2000 student population as a standard for comparison, the Asian population earned awards (AA degrees and / or certificates) at a much lower rate than desired (10.8%). Hispanic/Latinos and Whites, however, performed higher than the fall 2000 standard. · The 18-24 age group under-performed, while the 24 to 45 and 45 to 64 year old groups performed higher than the fall 2000 standard. The trend for lower achievement by the 18-24 age group mirrors a trend noted in the course success data. These data suggest that many of Coastline's 18 to 24 year old students are high risk because they tend to do more poorly in their courses and they do not complete programs at the same rate as their older peers. There is also the possibility that the younger students drift away to other colleges. · Compared to males, females achieve awards at a slightly higher rate.

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District: Coast CCD

College: Coastline Community College

Campus-Based Research

5. TRANSFER. Transfer is defined as the ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English to the number of students in that group who actually transfer after one or more (up to six) years.

TRANSFER. Transfer rates were determined for the student population. Transfer data on former Coastline students (2003-2004) was acquired from the University of California and the California State University system offices. This data was compared to a "transfer oriented baseline" of students attending Coastline in fall 2000. Most of the transfer rates of the various ethnic groups match their representation in the student body, while the Asian group performs somewhat below expectation (5.8%). On a positive note, the Hispanic group's transfer rate is 10.4% above expectation. It should be noted that transfer data is far from robust. Although we are able to obtain ethnic information on the transfers, gender and age data is not available for all students who transfer from Coastline. In addition, many Coastline students transfer to private and out-of-state colleges and universities, and complete data is not available to the college research office. Ethnic Comparisons:

Table 36. UC and CSU transfers for different ethnic groups.

Ethnic Group Asian Black Filipino Hispanic Native Am Other Pac Is White Unkwn/Decline

Fall 2000 Coastline Students Seeking a BA and Living in CCCD N Percent 824 39.1 35 1.7 24 1.1 169 8.0 20 0.9 10 0.5 9 0.4 942 44.7 73 3.5 2,106 100.0

Coastline Transfers UC & CSU 2003-2004

Difference -5.8 +1.7 +1.2 +10.4 -0.9 -0.5 -0.4 -5.6 -0.1

N 29 3 2 16 0 0 0 34 3 87

Percent 33.3 3.4 2.3 18.4 0.0 0.0 0.0 39.1 3.4 100.0

Observations: · Hispanic students transfer to UC and CSU at the highest rate. · Asians and White student populations have transfer rates that are somewhat lower than other ethnic groups.

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District: Coast CCD

College: Coastline Community College

Goals and Activities

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District: Coast CCD

College: Coastline Community College

Goals and Activities

1. STUDENT SUCCESS INDICATOR FOR ACCESS

GOAL 1. Increase by 5% the proportion of adult-aged Hispanic students living within the Coast Community College District who are attending Coastline College. ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Funding Responsible Target Activity source(s) Person or Group Date 1.1 Develop English and math course articulation S. Christiansen, agreements between Coastline and feeder high Internal faculty reps Spring school districts in order to provide new students grant from English 2005 with a "seamless" transfer into Coastline. and math 1.2 Implement center in Westminster where 17% of Various faculty the adult population is Hispanic. Center will Bond and Fall 2005 provide gathering areas for students to create a administrators greater sense of belonging. 1.3 Ask Hispanic faculty and staff to meet and brainstorm possible recruitment and retention NA VPSS Fall 2005 strategies. 1.4 Create demographic profile of Hispanic Spring students who currently attend Coastline so college NA Research Office 2005 can better understand and serve this group. 1.5 Continue to publish and distribute recruitment General PIO and materials written in Spanish to homes and On-going fund Marketing businesses. 1.6 Seek partners with K-12 districts to offer training for K-12 students, teachers, and Internal Area Dean On-going administrators. This strategy also includes grant or NA development of a plan for high school outreach. EXPECTED OUTCOME: An increased number and proportion of Hispanic students will attend Coastline Community College.

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District: Coast CCD

College: Coastline Community College

2. · · · · · · · ·

STUDENT SUCCESS INDICATORS FOR COURSE COMPLETION GOALS Increase to 67% the overall course success rate of African-American, American Indian, Filipino, and Hispanic and Pacific Islander students. Increase to 67% the overall course success rate of students of age 29 and under. Increase to 75% the course success rate of African-American, Filipino, Hispanic and Pacific Islander students taking English 100. Increase to 75% the course success rate in English 100 of students 24 years and younger. Increase to 65% the course success rate in Math 010 of African American and Hispanic students. Increase to 65% the aggregate success rate in Math 010. Increase to 65% the aggregate success rate in Math 030 to 65%. Increase to 65% in Math 030 the success rate of African Americans, Hispanics, Native Americans, Pacific Islanders, and White students.

ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Funding Responsible Target Activity source(s) Person or Group Date 2.1 Create a higher-level English Expression Program to serve students who have graduated from the K-12 system but who do not have the TBD TBD TBD requisite English skills for academic and career advancement. 2.2 The college's Office of Instruction will implement another round of Fluency Training for S. Christiansen, 2005Coastline Faculty to improve the English Title III J. Montague, K. 2006 language skills of their students (from the Master Leighton Plan). 2.3 The college will begin assessing students' Matriculation Spring reading skills and exploring strategies to assist Matriculation Committee 2005 development of college level reading ability. 2.4 The college will place a strong emphasis on student learning outcomes to help faculty identify Master Plan Carson 6 and Oneffective pedagogical strategies and clarify for Grant others going students the competencies needed for earning passing grades. 2.5 The college will encourage the development Spring VP Instruction and of virtual student "learning communities" through NA Research Dept. 2006 online forums and other web-based activities. 2.6 Continue to promote the online Early Alert Onsystem so that more instructors use this tool to Matriculation Matriculation going direct students to resources designed to help them 34 of 40

District: Coast CCD succeed in their courses. 2.7 Direct more students into "Mastering College Study Skills" courses. 2.8 Develop and implement a Distance Learning readiness course.

College: Coastline Community College

NA NA

Counseling EOPS

Ongoing Fall 2005

EXPECTED OUTCOME: Term by term course retention data provided by the Research Office will show improved rates of course success for all student populations listed under Goal 2.

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District: Coast CCD

College: Coastline Community College

3. STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION GOAL: By 2010 or sooner, increase to 65% the course success rate in Math 010 for students successfully completing Math 008. ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Responsible Funding Target Activity Person or source(s) Date Group 3.1 The college will place a strong emphasis on student learning outcomes to help faculty identify Master Plan Carson 6 and Oneffective pedagogical strategies and clarify for Grant others going students the competencies needed for earning passing grades. 3.2 Continue to phase-in the online Early Alert system so that more instructors use this tool to OnMatriculation Research Office direct students to resources designed to help them going succeed in their courses. 3.3 Direct more students into "Mastering College OnNA Counseling Study Skills" courses. going 3.4 Develop and implement a Distance Learning Fall NA Ruth Dills readiness course. 2005 3.5 Develop English and math course articulation S. Christiansen, agreements between Coastline and feeder high faculty reps Spring Internal grant school districts in order to provide new students from English 2005 with a "seamless" transfer into Coastline. and math 3.6 The college will encourage the development Spring VP Instruction and of virtual student "learning communities" through NA Research Dept. 2006 online forums and other web. 3.7 The college will encourage the development of campus-based "study buddy" learning SSC/Math Oncommunities (especially for Math 008) in NA instructors going conjunction with the Student Success Tutoring Center. EXPECTED OUTCOME: At least 65% of students will successfully complete Math 010 after having completed Math 080.

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District: Coast CCD

College: Coastline Community College GOALS AND ACTIVITIES

4.

STUDENT SUCCESS INDICATOR FOR DEGREE AND CERTIFICATE COMPLETION

GOALS for Degree and Certificate Completion

o Increase by 10% the proportion of Asian students earning a degree or certificate. o Increase by 15% the proportion of 18 to 24 year old students earning a degree or certificate. ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Funding Responsible Target Activity source(s) Person or Group Date 4.1 CCC will identify, design, and deliver a minimum of three new occupational/career Office of Fall NA programs that lead to the AA degree and/or an Instruction 2006 appropriate advanced certificate. 4.2 CCC will expand and enhance its support services and programs to better serve the needs of the non-native English speaking populations in the OnCollege's District to successfully promote the NA VPSS going continued enrollment and retention of these students in CCC programs leading to certificates and degrees. 4.3 CCC will ensure that required courses (DL or Office of Onsite-based) are provided to students seeking degree NA Instruction going or certificate completion. 4.4 On an annual basis, the Research Office will identify students who have earned 40 units and/or have earned a significant number of units toward a Matriculation OnNA certificate. Counseling will use this information to Researcher going contact students to suggest a plan review with counseling. 4.5 CCC will encourage the development of Spring VP Instruction and "Learning Communities" through online forums and NA Research Dept. 2006 other web-based activities. 4.6. Implement an "ESL to College" transition VPSS and a program. MP Grant faculty TBD coordinator 4.7 Consider conducting a survey or focus group of the Asian and 18 to 24 years-old student population Spring groups to better understand why they do not finish NA Research Office 2006 their degrees/certificates at rates similar to other groups. 37 of 40

District: Coast CCD EXPECTED OUTCOMES FOR 4:

College: Coastline Community College

o Increase by 10% the proportion of Asian students earning a degree or certificate. o Increase by 15% the proportion of 18 to 24 year old students earning a degree or certificate.

5. STUDENT SUCCESS INDICATOR FOR TRANSFER GOAL for Transfer: By the year 2010 or sooner, increase by 5% respectively the proportion of Coastline's Asian and White students who transfer to upper division coursework. ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Funding Responsible Target Activity source(s) Person or Group Date 5.1 CCC will identify, design, and deliver a minimum of three new occupational/career Office of Fall NA programs that lead to the AA degree and/or an Instruction 2006 appropriate advanced certificate. 5.2 CCC will expand and enhance its support services and programs to better serve the needs of the non-native English speaking populations in the OnCollege's District to successfully promote the NA VPSS going continued enrollment and retention of these students in CCC programs leading to certificates and degrees. 5.3 CCC will ensure that required courses (DL or Office of Onsite-based) are provided to students seeking degree NA Instruction going or certificate completion. 5.4 On an annual basis, the Research Office will identify students who have earned 40 units and/or have earned a significant number of units toward a Matriculation OnNA certificate. Counseling will use this information to Researcher going contact students to suggest a plan review with counseling. 5.5 CCC will encourage the development of Spring VP Instruction and "Learning Communities" through online forums and NA Research Dept. 2006 other web-based activities. EXPECTED OUTCOME - Coastline's Asian and White students will show a 5% greater rate of transfer to upper division coursework.

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District: Coast CCD

College: Coastline Community College

Budget

Sources of Funding

Finding for the various activities will come from a variety of sources:

o College general fund o Master Plan Implementation Grants ­ derived from the College's General Fund and Title III o Title III

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District: Coast CCD

College: Coastline Community College

Evaluation Schedule and Process

Evaluation Schedule and Process

The Research Office will prepare an annual Student Equity Plan Progress Report. Each annual report will track progress on each of the five goal areas (Access, Course Completion, ESL and Basic Skills Course Completion, Degree and Certificate Completion, and Transfer).

A second component of the annual report will document the activities conducted to support achievement of goals set in the plan. When possible, cohorts of students participating in each of the intervention / support activities will be assessed for progress along the relevant goal(s).

The Supervisor of Research and the Research Assistant both will carry primary responsibility for the evaluation activities, including preparation of reports, and sharing of findings with the Student Equity Committee and various governance groups at the college.

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Information

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